“Intentionally Designed to Elevate the Importance of Education in Rural Communities”: Features of STEM Teacher Preparation Programs That Focus on Rural Teaching

Rural communities face persistent shortages of qualified STEM (science, technology, engineering, and mathematics) teachers, yet most teacher preparation programs remain place-neutral. There is limited research on whether and how teacher preparation programs focus on the unique needs of rural schools and communities. Through interviews with faculty and administrators and analysis of course and program documents at 14 rural-serving institutions, this study identified features of context, curriculum, and conveyance present in 70 STEM teacher preparation programs. Data analysis led to the development of a typology of seven rural features. A major finding is that while rural-focused features exist, they often depend on specific instructors, elective offerings, or scholarship programs. This study begins to draw attention to and provides a framework for investigating ways that rural-specific experiences in teacher preparation may support the placement and retention of STEM teachers in rural schools and communities.